Explicating "mathematical concept" and "mathematical conception" as theoretical constructs for mathematics education research

Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by "mathematical understanding" is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specific...

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Bibliographic Details
Published inEducational studies in mathematics Vol. 94; no. 2; pp. 117 - 137
Main Author Simon, Martin A.
Format Journal Article
LanguageEnglish
Published Springer 01.02.2017
Subjects
Concept Formation
Educational Research
Mathematical Concepts
Mathematics Education
Mathematics Instruction
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Summary:Mathematical understanding continues to be one of the major goals of mathematics education. However, what is meant by "mathematical understanding" is underspecified. How can we operationalize the idea of mathematical understanding in research? In this article, I propose particular specifications of the terms mathematical concept and mathematical conception so that they may serve as useful constructs for mathematics education research. I discuss the theoretical basis of the constructs, and I examine the usefulness of these constructs in research and instruction, challenges involved in their use, and ideas derived from our experience using them in research projects. Finally, I provide several examples of articulated mathematical concepts.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-016-9728-1